K-2-ETS1-3: Testing and Comparing Two Designs
Also called NGSS K-2-ETS1-3 · Topic: Engineering Design · Engineering, Technology, and Applications of Science
The Official Wording
Analyze data from tests of two objects designed to solve the same problem to compare the strengths and weaknesses of how each performs.
NGSS Lead States, 2013 · Read it on nextgenscience.org · checked October 15, 2026
What K-2-ETS1-3 Means in Plain English
Children in kindergarten through 2nd grade test two objects built to solve the same problem and look closely at the results. They compare what each design does well and where it falls short, using the data they collected.
Data stays simple, like counts, tallies or yes and no results, and no design has to be perfect. This step follows sketching ideas (K-2-ETS1-2). In grades 3 to 5, students plan fair tests to find which parts of a design to improve (3-5-ETS1-3).
K-2-ETS1-3 I Can Statements
- I can test two designs that solve the same problem.
- I can record what happened in each test.
- I can tell what each design does well and poorly.
K-2-ETS1-3 Worked Example
A rain test for two paper umbrellas built to keep a small toy dry.
Does a flat wax paper umbrella or a coffee filter cone keep a toy drier?
Set It Up: Two umbrellas on straws, one a flat wax paper square and one a coffee filter folded into a cone, a small toy figure standing on a paper towel, and a spray bottle.
- Stand the toy under the wax paper umbrella and give 10 sprays from above.Paper towel: 2 small wet spots
- Use a fresh paper towel, switch to the filter cone and give the same 10 sprays.Filter soaks through: 7 wet spots
- Test each umbrella again with 10 sprays from the side.Flat square lets side spray in, cone blocks more
- Make a two-column chart of what each design did well and poorly.Wax paper sheds water. Cone shape blocks side spray
- Suggest one improvement that uses the strengths of both.A cone made of wax paper
The wax paper shed water best and the cone shape blocked side spray best, so each design had a strength the other lacked.
Why it works: Comparing test data on more than one job shows the strengths and weaknesses of each design, and that points to a better design.
Common Mistakes with K-2-ETS1-3
Picking a favorite before testing
“Mine is the best because it looks cool”
Try this: Decide using the test results, like counting wet spots, so the choice comes from evidence instead of how a design looks.
Testing the designs differently
10 sprays on one umbrella, 4 sprays on the other
Try this: Give both designs the exact same test: same number of sprays, same distance and a fresh dry paper towel each time.
Only naming the winner
“Wax paper won” with nothing else
Try this: List at least one strength and one weakness for each design. The losing design often has an idea worth keeping.
Where K-2-ETS1-3 Fits
Practice K-2-ETS1-3
Quick Check
- Why give both umbrellas the same number of sprays?
- The cone blocked side spray but soaked through. What are its strength and weakness?
- Why look at the strengths of the design that lost?